VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHERS EDUCATION School

of English II
----------------------------

COURSE GUIDE
Program: Prerequisites Course code: Course status: Semester: Class hour: Double majors (721) Written and Oral Communication III ENG2025 Core 4 Mon Fri

2012 2013

GENERAL COURSE POLICY

(Applied for all the language skills courses offered by the School of English 2, Faculty of ELT Education, ULIS, VNU, Hanoi. Specific policies for each course are to be viewed in the individual course guidelines ) 1. Students are required to fully and actively participate in the lessons, prepare and finish home assignment and continuous assessment tasks as required in the course guide and by the teachers. 2. Students are supposed to have course books, cassettes, CDs and supplementary materials for all of the subjects in Written and Oral communication 3 (semester 1) and 4 (semester 2) courses within the first week of each semester. Teachers reserve the right to cancel the lessons in case (i) more than 50% of the students in class do not have the right course books in week 1 and (ii) more than 10% of the students in class do not have them from week 2 onwards. These cancelled lessons would not be made up. 3. Students and teachers are to attend the class on time. Any students who is 15 minutes late is considered to be absent from the lesson. 4. Any students who is absent from 20% of all the lessons (which is equal to 2 lessons) of any subjects would not be allowed to take the final exams. This rule is applied to both the cases of absence with permission and absence without permission. 5. Any students who lack any of the component grades of the skill subjects (including the grades of progress tests, midterm tests and other assignments in the syllabus) would get mark zero and would not be allowed to take the final exam. 6. Any students who fail to submit the assignments on the required dates have to ask for extension from the teachers in charge and their scores would be deducted by 5% per extended day. 7. When doing the written tests (applied to all of the tests during the school year: final tests, midterm tests, mini-tests, etc.), students are required to follow these rules: a. The papers or parts of the papers would not be marked if: i. The papers are written with pencils or in more than one color or with more than one kind of pens. ii. The students names are written under any circumstances (for example: signatures in a letter; self-introduction, etc.) iii. Students do not follow the instructions (For example: writing Yes/No instead of True/False, writing the full answers instead of A, B, C, composing an essay instead of a paragraph) iv. The answers are not written clearly; the answers are ambiguous; the answers are written in both capital letters and normal letters ( For example: students write A for one item and C for another item in the same exercise; the answers are not clearly C or O; T or F) b. Any students who discuss or copy the answers of others during the exams would have their marks deducted by 10% for the first time warning and 50% for the second time. They would be marked zero for the third time. Any students who bring printed materials, audio and visual devices, laptops or cell phones (in online mode) into the examination room would be rejected and get mark zero for the paper.
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c. Any students who do not respect the exam time limit would have his mark deducted by 10% of the total mark. 8. Students are required to follow the oral test procedure: Before the exam: Students are informed about the time and places of the exam on the notice board. Students gather at the right time and in the right place as informed. Students gather in the waiting room until informed about the examining pairs (Students need to be sure of who are their partners before leaving the gathering place) When called, students need to move to the secretary desk to randomly pick the exam tables (One of the two examinees is required to pick) Students check the places of their exam tables on the exam maps stuck on the walls. When the bell rings, students need to move to their exam tables. During the exam: Students show their student cards or identity cards to the examiners. Students sign in the examinee name list. Each pair of examinees has 10 minutes to prepare for and do their oral tests. Students are not allowed to write or draw on the exam papers. After the exam: Students promptly leave the exam rooms for another pair. Students keep silent in the exam area. Students submit the test questions together with their test papers The marks are to be announced by the Department Officer in-charge within weeks after the exam. * The secretary board and the teachers in charge have the right to refuse the students who do not follow one of the rules above and these students would get mark zero. Teachers and second year students need to strictly follow the rules above in order to ensure the fairness to all students and the discipline in teaching and learning in the third and fourth semesters.

Prepared by

Approved by

Dng Thu Mai Head School of English II

Trn Hoi Phng Dean Faculty of ELT Education

COURSE INSTRUCTORS DETAILS

Emailing is lecturers preferable mode of communication. Contacting via mobile or land-based lines or text message or YMS is at lecturers courtesy. No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Hong Anh e Thi h ng nh nh Phan Ngc Qunh V Bo Chu Nguyn Th Chi V Th Kim Chi Trn Vn Dung Nguyn Th Dung Nguyn Ch c Nguyn Ho{ng Giang Trn Ho{i Giang (abroad) Hong Th Thanh Huyn hm Th Thu Huyn (abroad) Nguyn Th Thanh H V Th Vit H ng Nguyn Th Bch Ngc Th Minh Ngc Nguyn Diu inh D ng Thu Mai Head Ng Xun Minh (abroad) Mai Nh Qunh D ng Th Thanh Tm {o Th an Trang Nguyn Thanh Thy Student Support Thi H Lam Thy (Deputy Head) {o Thu Trang ng Thu Trang
4

Full name

Email hoanganh05_09@yahoo.com pa_bowmf@yahoo.com quynhanhphanngoc@gmail.com comet_ad85@yahoo.com vubaochauvbc@gmail.com chibi.cfl@gmail.com vu.kimchi2910@gmail.com tvd_179@yahoo.com ntdung91217@yahoo.com icyheart.duc@gmail.com giangulis@gmail.com tranhoaigiangaf@gmail.com hth_12etp@yahoo.com huyenpham.hulis.vnu@gmail.com thanhhuong.nguyent@gmail.com vtvhuong@yahoo.com ngocntb_85@yahoo.com.vn ngoc.dominh14988@gmail.com mislinh@gmail.com duongthumai@yahoo.com 01669686968 ngoxuanminhulisvnu@gmail.com queenbee_cfl@yahoo.com tamdung1971@yahoo.com yuna251188@yahoo.com thuy.nguyenthanhcnn@gmail.com 0986411996 lamthuy202@yahoo.com

Nguyn Th Bch Dip B

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VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHERS EDUCATION School of English II
----------------------------

ORAL COMMUNICATION IV
Program: Prerequisites Course code: Course status: Semester: Class hour: Double majors (721) Oral Communication III ENG2025 Core 4 Mon Fri

COURSE DESCRIPTION
This course consists of two components: Listening IV and Speaking IV.

1.

COURSE DESCRIPTION FOR THE LISTENING IV

1.1. COURSE OBJECTIVES

Based on the international criteria in students ability to listen in English, first-year students listening criteria and second-year program requirements, the objectives for teaching listening to second-year students in the second semester will be equivalent to level 3 (independent users) of ALTE (Assessment in Language Teaching in Europe), and B2 level of CFF (Common European Framework of Reference), and BEC Vantage respectively. Upon the completion of the course, students are expected to: In terms of linguistic objectives: acquire a sufficient range of vocabulary for a variety of matters normally encountered in the real world of international business acquire a high degree of grammatical control and knowledge of discourse structures to understand the standard spoken language, to comfortably follow the extended speech, and to understand the key points of the business speech identify a variety of phonetic and phonological aspects of the spoken language (i.e. reduced pronunciation, linking sounds, assimilation, elision, etc.) for the avoidance of confusion while listening In terms of sociolinguistic and pragmatic objectives: identify different language styles and registers evaluate the appropriateness of the formality level of the language use in particular circumstances draw conclusions about communicative functions, using contextual clues, prior knowledge, and knowledge of familiar cultures In terms of strategic objectives: apply appropriately, flexibly, and effectively a wide range of listening skills to deal with the listening tasks: o take notes effectively while listening o use the notes to retrieve information about the recording as well as to do exercises o predict the listening content based on the stems in questions o predict the listening content and organization based on the introduction o outline the notes effectively evaluate different reference sources, and use them selectively and effectively for the purpose of listening extensively demonstrate the ability to co-operate with peers and to self-study effectively

1.2. COURSE MATERIALS

Prescribed Material 1. 2. Do Thi Minh Ngoc (2013). Business Listening Practice File Semester 4 Do Thi Minh Ngoc (2012). Business Listening Supplementary Materials Use Main course book (In-class listening) Individual Self-practice (Home listening)
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1.3. COURSE SYLLABUS & TEACHING METHOD

The course is designed with learner-centeredness being the key teaching approach. This means that students and teachers share responsibility for diagnosing students difficulties and solving them. This approach also views learning to listen as a largely autonomous activity in which students should be able to identify and address their weaknesses as listeners. In other words, students, with the support of the teacher, are expected to be active and critically reflective in their study. Due to the complex and subtle nature of listening comprehension in a second/foreign language, it is not typical for students to be subjected to a systematic sequence of exercises aimed at helping them to master one isolated skill at a time. Instead, the course is intended to equip students with a repertoire of listening skills. That is why most of the listening activities will involve a combination of skills. Hopefully, students will make the best use of this opportunity to practice different skills from lesson to lesson through their engagement in scaffolding and content-based activities. Finally, the course aims at promoting student autonomy as well as students interaction in pair work and group work. These activities are designed with a view to engaging students in collaborating and negotiating processes, which present opportunities for real world contact and real world use of language.

1.4. COURSE POLICY

Students are expected to: Actively participate in the class activities; Work cooperatively and collaboratively with other peers; Complete all the listening homework before the class contacts; Complete all the assignments by the due date; Complete the final test (exact date and time to be advised later). Learning Activities a. In-class activities Activities in each lesson can include (but not restricted to) the following: In-class Listening activities: every class contact Home listening checking: every class contact if time permits Exam Focus: in week 4, 7, and 12 b. Home activities Students are required to: Complete the exercises in the Home Listening Package Work in groups to complete the Listening Portolio by the due date

1.5. ASSESSMENT AND GRADING

FORM

WEIGHTING

TASKS

PURPOSES

0%

Each student is allowed to be absent from TWO class meetings without having to ask for To give students enough freedom, still permission. make sure that they will not be away from class too often. Those who miss more than 2 class meetings will not be allowed to take the final test. to provide students with opportunities to search for, critically analyze, and select their own listening materials in suitability with their level and interests

Participation

Listening Portfolio

10%

See Appendices 2 & 3

to provide students with opportunities to broaden their vocabulary of different common topics. to encourage students sharing and collaborative learning to familiarize students with different language styles and registers. To familiarize students with taking notes and use their notes to summarize the key ideas To help students know the current magnitude of their listening skills.

10%

Students take one mid-term test To reflect students self-practicing in week 9 which will account for process in the first seven weeks. 10 % of the total assessment. To help teachers assess students The tasks and themes of the test performance. are course content oriented. To help teachers find out strengths Allowed time is about 30 and weaknesses of students in minutes. different listening skills so that solutions can be timely applied.

Mid-term Test

 To assess students overall listening proficiency. To train students to listen under time constraint and pressure Final Test Students do a 40-minute test 30% To provide students with opportunities to self-reflect their See Appendix 1 for the Final Test listening competence after the Format semester. To help teachers check how the skills are mastered.

APPENDIX 1: LISTENING FINAL TEST FORMAT

PART INPUT No. of Qs TASK TYPES FOCUSED SKILLS PURPOSES To assess students ability to to understand clues in standard spoken language in business context. To test students understanding of vocabulary used in business situations. To test students linguistic knowledge Listening for gist Short monologues 2 about a businessrelated topic 5 Multiple matching Making inferences Identifying topic, context, and function To test students global listening skills: - To assess students ability to understand the main ideas - To assess students ability to make inferences about the topic, context, and speech function, etc. from clues One extended 3 monologue about a businessrelated topic True/ False 5 Summary completion 10 Gap filling MCQs Following the main points information Taking notes Following the main points Retrieving specific information To assess students ability to follow an extended speech, and to remember long or complex pieces of information To assess students understanding of the main ideas of the extended speech To give students more motivation to practice listening at home. To develop their autonomy in improving their listening competence in English.

Business short conversations

MCQs

Listening for details Listening for clues and making inferences

Short answer Retrieving specific

Home listening redesigned task

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COURSE SCHEDULE
WEEK

THEME

CONTENT AND ACTIVITIES

SKILLS FOCUSED

HOMEWORK

Getting to know each other Introduction on the listening course and the syllabus Instruction on the assignment (Listening Portfolio) Face to Face In-class listening Dialogue: Making a self-introduction at a meeting Lecture: Addressing people in business situations Optional: Supplementary listening Unit 1 In-class listening Dialogue: Telephone language Lecture: The fine art of talking to strangers on the phone Optional: Supplementary listening Unit 2 In-class listening Short monologues: The Internet uses Lecture: Using email effectively Optional: Supplementary listening Unit 3 In-class listening Introduction on Part 1 of the Listening Test Practice : Part 1 five short dialogues Optional: Supplementary listening Exam Focus 1 Listening for details Listening for stressed words Listening for main ideas Listening for factual information Listening for main ideas Listening Supplementary Materials Unit 1

On the phone

Listening Supplementary Materials Unit 2

The Internet

Identifying specific sound Listening for gist Making inferences Taking notes Listening for details

Listening Supplementary Materials Unit 3

Exam Focus 1

Listening for context clues Listening Supplementary and making inferences Materials Exam Focus 1 Listening for intonation clues

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Daily Business Dealings

In-class listening Conversation: Welcoming visitors Lecture: Business appointments: Being on time Optional: Supplementary listening Unit 4 Portfolio Part 1 Hand-in In-class listening Conversation: Getting things done Talk: Managing people Lecture: Entrepreneur Optional: Supplementary listening Unit 5 In-class listening Introduction on Part 2 of the Listening Test Practice : Part 2 five short monologues Optional: Supplementary listening Exam Focus 2 Return of Portfolio Part 1 Supplementary Materials Checking Revision for the Midterm Test and Further Practice

Listening for specific information Listening for main ideas Listening for transition Taking notes Listening for details Listening for main ideas Making inferences Taking notes

Listening Supplementary Materials Unit 4

Leadership

Listening Supplementary Materials Unit 5

Exam Focus 2

Listening for gist Listening Supplementary Making inferences Identifying topic, context, Materials Exam Focus 2 and function

8 9

MIDTERM BREAK FOR REVISION MIDTERM TEST In-class listening Conversation: Establishing a business relationship Talk: Barbie versus Bratz How to compete with a global brand Optional: Supplementary listening Unit 6 Sequencing the topics Listening for details Listening for main ideas

10

Surviving in Business

Listening Supplementary Materials Unit 6

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11

Recruitment and Employment

In-class listening Interview Questions: The Curriculum Vitae (CV) Lecture: Changes in the U.S. job market Optional: Supplementary listening Unit 7 Portfolio Part 2 Hand-in In-class listening Introduction on Part 3 of the Listening Test Practice : Part 3 an extended speech Optional: Supplementary listening Exam Focus 3 In-class listening Short monologues: Business Ethical Issues Talk: The Music Industry Optional: Supplementary listening Unit 8 Return of Portfolio Part 2 In-class listening Discussion: Psychological tests Conversation: Merging companies Presentation: Teamwork Optional: Supplementary listening Unit 9 Hand in the complete Listening Portfolio

Listening for factual information Listening for details Listening for main ideas Taking notes on causes and effects Following the main points Retrieving specific information Taking notes Listening for specific information Listening for main ideas Interpreting the speakers statements Making inferences Listening for main ideas Listening for specific information Listening for gist Making inferences

Listening Supplementary Materials Unit 7

12

Exam Focus 3

Listening Supplementary Materials Exam Focus 3

13

Working together

Listening Supplementary Materials Unit 8

14

Ethics

Listening Supplementary Materials Unit 9

15

BREAK FOR END-OF-TERM EXAMINATION PREPARATION

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APPENDIX 2: LISTENING PORTFOLIO

I. OBJECTIVES: This activity aims at: giving students a further opportunity to practice listening skills and to enrich their vocabulary and background knowledge related to business issues. encouraging students sharing and collaborative learning. promoting learners autonomy and responsibility for their own learning process by providing them with opportunities to search for, critically analyze, and then select their own listening materials in accordance with their level and interests. INSTRUCTIONS The whole class is divided into PAIRS or GROUPS of THREE. The groups/pairs cast lots to decide which two topics in the course schedule each is assigned (1 topic in the first 5 Units and 1 in the last 5) It is compulsory for those groups/ pairs to contact each other to avoid choosing the same recordings for the same topic that they share.

II.

Each pair/group needs to: Search for and select two listening recordings for each topic, all of which are no more than 2 minutes long. The listening content must be relevant to the assigned topics, and it is desirable for the recordings to be up-to-date. It is compulsory that the recordings are in the form of both monologue (lectures, presentation, etc.) and dialogue (interview, discussion, etc.). Besides, they have to be retrieved from authentic, reliable sources without the provision of the transcript. Document the source of the recordings in as much detail as possible. Transcribe the listening files as fully as precisely as possible. Summarize the key ideas in 50 words. Submit to the teacher the portfolio (including: the 2 audio files optional if the sources are well-documented, transcripts, summary, and the reflection in week 5 (the 1st topic) and week 11 (the remaining topic) Depending on the teachers random selection, half of the pairs will be chosen to get feedback. The teacher will give in-class feedback on the portfolios two weeks after the submission date and return them to the pairs/groups for further revision. Revise the portfolio in accordance with the teachers feedback. In week 14, all pairs/ groups submit the revised portfolios. III. ASSESSMENT Each pair/group will be evaluated based on: Clarity of the listening files The diversity of the listening genres The authenticity, reliability and the newness of the sources The completion and precision of the transcript Pair cooperation Quality of the reflection
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IV. REFLECTION Accompanied with the listening portfolios are the individual reflections of all students. Each should not be more than 250 words. The purpose of the reflection is to assess your listening skills and your collaboration. Therefore, the reflection should cover the following points: How have your pair/group collaborated in selecting the audio files and completing other portfolio tasks? What skills of listening have you applied in making the portfolio? What are your difficulties and how have you solved them? What knowledge and skills can you acquire from doing the portfolio? Notes: It is possible for you to mention your contribution to the completion of the portfolio with regard to other aspects if you find them applicable to you. The reflection should be: Clear and concise Reliable Detailed

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APPENDIX 3: LISTENING PORTFOLIO ASSESSMENT FORM

Group performance (8/10 points)
Pair/ Group: .................................................................... Topic: .. Criteria Listening file(s) Listening sources Detailed comments Relevance to the topic Appropriateness (in terms of length and difficulty) Variety of speeches (monologues and dialogues) Newness Authenticity Good reference (Are the sources welldocumented) Submission date: Sc ale 1 Suggested score 2 3 4 _____/ 0.5 _____/ 0.5 _____/ 0.5 _____/ 0.5 _____/ 0.5 _____/ 0.5 _____/ 1.0 _____/ 1.0 _____/ 0.5 _____/ 1.0 _____/ 1.0 _____/ 0.5 ____/ 8.0

Completion (Is everything transcribed?) Range of vocabulary Inferences and clues Portfolio Note taking skills: tasks o Accuracy of main ideas and key supporting details o Relationship between the ideas and details o Organization of the notes Total Group Score:

Notes:
Level 1: do not meet the criteria Level 2: attempt to meet the criteria (know, but not successful for some reasons) Level 3: apply the B2 competence level on the criteria Level 4: demonstrate a deep knowledge and understanding when performing the criteria (corresponding to synthesize/ analyze/ evaluate in Blooms taxonomy)

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Individual performance (2/10 points)

Students are scored on the following criteria based on the reflection: No. 1 2 3 4 5 6 7 Criteria Collaboration with other members Application of listening skills Solving difficulties Acquired knowledge and skills Reliability of the information Clear and concise expression Sufficient content Score _____/ 0.5 _____/ 0.5 _____/ 0.2 _____/ 0.2 _____/ 0.2 _____/ 0.2 _____/ 0.2

Final Score: Student 1 2 3 Please write in details what you think the students can do to be given each level in the two tables above: . Description Score

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2. COURSE DESCRIPTION FOR THE SPEAKING IV

2.1. COURSE OBJECTIVES
Based on the international criteria in students ability to speak English, first-year students speaking criteria and second-year program requirements, the objectives for teaching speaking to second-year students in the second semester will be equivalent to Level 3 (independent users) of ALTE (Assessment in Language Teaching in Europe), and B2 level of CEF (Common European Framework), and BEC (Business English Certificate) Vantage respectively. In terms of speaking contents, by the end of the course, students will be able to describe and express their ideas, opinions, and points of view systematically. have good expressions, structures in their certain business topics; therefore, they can improve their ability to express and support their points of view as well as give suitable examples. pick out items of factual information as well as to distinguish between main and subsidiary points and between the general topic of a text and specific detail. follow or give a talk or keep up a conversation on a fairly wide range of business topics. take and pass on most messages that are likely to require attention in everyday business situations. give a clear presentation on a business-related topic, and answer predictable or factual questions. take an effective part in simple business negotiations handle the main structures of the language with confidence demonstrate knowledge of a wide range of vocabulary in business fields use appropriate communicative strategies in a variety of business situations deal with the unexpected and rely less on fixed patterns of language and short utterances develop their awareness of register and the conventions of politeness and degrees of formality as expressed through language especially in cross-cultural communication In terms of language, by the end of the course, students will be able to

2.2. COURSE STRUCTURE

This course is designed to maximize learners autonomy and group work. Thus students are expected to be active in self-studying, peer and group discussing. Students are supposed to have worked through the target vocabulary, grammar and pronunciation of each lesson before class time. The teacher in charge of each class will keep a record of students

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homework (self-studying the textbook) and assign them bonus scores based on this record and his/her observation of their participation in class activities.

2.3. COURSE SCHEDULE

Week Unit Introduction Content & Activities Get to know each other Introduction to the course Instruction on delivering a news report Role-play 1 Vocabulary: Recruitment process Reading-based discussion: retaining good staff Listening-based discussion: headhunting Skills: Managing meetings Case study: Slim Gyms Sound work 1 Business news report Role play 2 Vocabulary: Free Trade Reading-based discussion: fair trade Listening-based discussion: negotiating techniques Skills: Negotiating Case study: Ashbury guitars Sound work 2 Business news report Role play 3 Vocabulary : Quality control and customer service Reading-based discussion: old-fashioned quality Listening-based discussion: quality management Skills: Telephone complaints Case study: Brookefield Airport Sound work 3 Business news report Midterm break Midterm revision: Exam practice Business news report Role play 4 Vocabulary : honesty and dishonesty Discussion: A question of ethics Reading-based discussion: responsible businesses Listening-based discussion: the co-operative bank Skills: problem solving Case study: profit or principle? Sound work 4 Business news report

2+3

Employment

4+5

Trade

6+7

Quality

8 9

10 + 11

Ethics

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12+ 13

Leadership

14 15

Role play 5 Vocabulary : adjectives of character Listening-based discussion: leadership qualities Reading-based discussion: founder of Ikea Skills: decision-making Case study: Orbit Records Sound work 5 Business news report End-term revision: Exam practice Business news report End-term break

2.4. COURSE MATERIAL

Cotton,D., Falvey,D. & Kent,S. (2005). Market Leader Intermediate New EditionStudents Book. Longman. Teachers handouts

2.5. ASSESSMENT AND GRADING

Form Weightin g Bonus points (up to 2p) to word game & business brief Task Purpose

Participation

Students should be To motivate and assess students very active, creative, contribution to class activities and home and talkative in self-study speaking English, contributing ideas, and practicing speaking activities in class. See Appendix 2 & 3 To motivate and assess students acquisition of business language

Role play

10% See Appendix 4 & 5

Business news report

10%

To motivate and assess students grasp of business knowledge

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2.6. COURSE POLICY

Students are expected to: Actively prepare for the class (read all materials related to the in-class contents, look up for new vocabulary before class) Actively participate in the class activities and self-study at home Work cooperatively and collaboratively with other peers Complete all the assignments by the due date Complete the final test (exact date and time to be advised later)

Learning Activities 1. In-class activities Students have 3 periods of speaking skills a week, equal to 150 minutes per week. In-class activities are those which focus on speaking skills. Teachers play the roles of instructors, monitors, and facilitators to help students acquire the required knowledge and skills in each lesson. Activities in each lesson can include (but not restricted to) the following: Role play (See appendix 2&3) News report (See appendix 4&5) Market Leader-based speaking activities Exam practice

2. Home activities Students are required to work in groups to: Work through the textbook to obtain the target language input Complete the teachers assignments

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APPENDIX 4: ROLE PLAY

I. OBJECTIVES: This activity aims at helping students - improve their business language - sharpen their professional speaking skills II. INSTRUCTIONS In group of 4 or 5, prepare and role play one situation stated in the course book to practice the target expressions and vocabulary of each module. (There should be FIVE groups in a class.) There are in total FIVE role play sessions conducted at the end of each module. Each session should last between 15 to 20 minutes (Depending on the situation of each lesson and with the teachers consent, an excess of up to 5 minutes can be allowed) . Before the session, each group needs to: Read through the assigned module (both the course book and practice file), analyze the situation and select related key language items. Design a role-play plan (including a summary of the case study, assigned roles of group members, expected results). Consult the teacher for required plan of each specific module. Submit the teacher the plan at least 7 days before delivering the session in class. Make adjustments based on the teachers feedback. Rehearse in group so that you can make it between 10 and 15 minutes in class. Your group would be marked down in the excess of time limit. Get the visual aids and other necessary equipment ready for the delivery. During the session, The group needs to: Role play according to the timeline. Answer the audiences questions (if there is any) Be attentive Ask the group any question regarding the play at the end of the session. Give feedback to the role-play groups performance according to the assessment form. Receive feedback from your peers and the teacher, and write a report/ reflection.

The other students :

After the session, each group needs to:

III. ASSESSMENT The role-play group will be evaluated based on: Manner of delivery
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Use of language Group cooperation

Bonus points (up to 2 points) will be awarded to the whole group for their creativity as well as to each individual for his/her contribution throughout the course. The teachers assessment will be the final; peer evaluation is for reference only.

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APPENDIX 5: BUSINESS NEWS REPORT

I. Objectives: This activity aims at helping students - improve their business knowledge by forming the habit of updating news - practise presentation skills - get accustomed to thinking critically about various business issues - build up vocabulary related various business topics through news II. Requirements: 1. News: - The reported news must be related to business issues and be updated (no more than one month old) - The reported news must be significant enough. - The news must be taken from at least 3 reliable sources, two of which must be in English. The sources full UR must be cited. - The news in written/ printed form that could be available for the teacher to check is preferred. 2. Reporting task: - At the beginning of the semester, the list of news reporters for each week should be agreed on by the teacher and the students. - The reporting task is 10 minutes long in total and comprised of two smaller tasks as follows: When the technology is available, the news report MUST be presented with Power Point. If not, handouts and other visual aids are compulsory. By the end of this short presentation, the audience must be able to grasp an overview and important details (facts, figures, opinions of related people) of the presented event. Presenting the news 3-4 minutes Also, the presenter is expected to make clear to the audience his/ her opinion about the impacts of the reported event, his/ her predictions about upcoming events related. These ideas are strongly encouraged to be made objective and justified with evidences through critical analysis of related sources. Note 1: A too detailed/ lengthy report could be impossible within 3-4 minutes. The presenter is expected to be selective about the information included in the report and be serious about time management. Note 2: New vocabulary that may prevent the audience from understanding the news must be introduced before the report.
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 Answering questions from the audience

The presenter is expected to answer 1-2 questions related to the reported news from the audience. The presenter is free to choose which questions to answer so that his/ her understanding of the news could be best demonstrated. The presenters answers are NOT encouraged to repeat the information that has already been reported. New information/ opinion related to the news revealed through the Q& session would be a BIG plus.

6-7 minutes

TOTAL 3. Assessment:

10 minutes

- The news report task makes up 10% of the total assessment of the Speaking skills. - Assessment criteria: (See the assessment form in the next page)

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APPENDIX 6: BUSINESS NEWS REPORT ASSESSMENT FORM

News Content of the news report

Updated? Newsworthy? Reliable? (at least 3 reliable sources) Brief and clear? Well organized? Original and critical? personal opinions predictions and explanation for the predictions Convincing? Logical argument Facts and figures

/1 pt

Report

/1 pt

Q&A Pronunciation Grammar Linguistic competence Vocabulary Fluency Manner

Good selection of questions to answer New information in the Q&A Accurate? Accurate? Varied? Appropriate? Varied?

/0.5 pt /1.5 pt / 1 pt / 1.5 pt /1 pts

Speed of speaking and responding? Eye contact? Interaction with the audience? Gesture? Posture? Facial expression?

Visual aids Time General comments:

Illustrative? Attractive? Within time limit? Total

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APPENDIX 7: END-TERM SPEAKING EXAMINATION

FOR SECOND-YEAR DOUBLE MAJORS STUDEN

CODE 1 for practice and pilot only

PART 1: Interview (1 minute for each candidate) Questions for Candidate A What are you studying at the moment? What made you decide to study (name of subject)? What do you find interesting about it? What do you find challenging about it? (Candidate A is given Section 2s task card) Questions for Candidate B What job would you like to do in the future? Why do you choose it? What qualifications are required for the job? How useful will your studies be to your career? (Candidate B is given Section 2s task card) PART 2: Mini-presentation (2 minutes for each candidate) In this part of the test, you are asked to give a short talk on a business topic. You have 1 minute for preparing your ideas and 1 minute for delivering your presentation. A. WHAT IS IMPORTANT WHEN ...? managing a brand - choose a unique, memorable brand name - promote brand awareness

B. WHAT IS IMPORTANT WHEN ...? launching a product - be financially prepared - choose the right time

PART 3: Discussion (4 minutes for both candidates) You have 60 seconds to look at this prompt card and then about 3 minutes to discuss the topic with your partner. Your company, the owner of the famous coffee brand Caferoma, has recently experienced a loss of market share. To address the problem, the company has decided to bring out a new instant coffee product. You have been assigned to establish the brand of this product. Discuss the situation together and decide: What kind of brand image the product should take What group of customers the product should target

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VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHERS EDUCATION School of English II
----------------------------

WRITTEN COMMUNICATION IV
Program: Prerequisites Course code: Course status: Semester: Class hour: Double majors (721) Written Communication IV ENG2025 Core 4 Mon Fri

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COURSE DESCRIPTION
This course consists of two components: Reading IV and Writing IV.

1. COURSE DESCRIPTION FOR THE READING IV

1.1. COURSE OBJECTIVES
On the completion of the course, second year students are expected to meet partially B2 level by the Common European Framework for Reference Levels of Languages. In addition, students should have gained adequate knowledge related to certain business issues and situations at intermediate level. Specifically, students will be able to: In terms of linguistic objectives: gain a sufficient range of vocabulary for a variety of matters normally encountered in business such as employment, trade, quality control and customer service, business ethics, leadership and innovation. acquire and apply the language fluently, accurately and effectively on a wide range of general and specialized topics to understand the real world of international business through a great amount of authentic materials. tackle with confidence several reading comprehension types, especially those in the BEC Vantage Reading Test. In terms of sociolinguistic and pragmatic objectives: reflect the content and language use of an article with appropriate highlighting of significant points and relevant supporting detail. communicate and interact spontaneously with appropriate level of formality to the circumstances. In terms of strategic objectives: demonstrate fairly good use of reading skills such as skimming and scanning, understanding examples and key details while reading texts that consist mainly of high frequency every day or professional language related to the business world. give a clear, systematically instruction and explanation fluently and accurately of specialized knowledge, with highlighting of significant points, and relevant supporting details. identify the structure of reading texts.

1.2. COURSE MATERIALS

No 1 Prescribed Material Cotton, D., Falvey, D., Kent, S. (2005). Market Leader Intermediate Course Book. Harlow: Pearson Longman. Cotton, D., Falvey, D., Kent, S. (2005). Market Leader Intermediate Practice File. Harlow: Pearson Longman. Reading Supplementary Materials compile by English Division 2 for in-house use Use Main course book (In-class studying) Individual self-practice (Home studying) Main course book (In-class studying & home studying) Abbreviation ML

PF

SM

1.3. COURSE SYLLABUS AND TEACHING METHOD

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Materials and tasks are of business-based contents. Students have the opportunities to explore business issues, discuss business topics, and study content-based and thematic materials. In addition, activities which promote student interaction in pair work, small group work, and whole class activities present opportunities for real world contact and real world use of language. Finally, strategies for critical thinking are taught explicitly. Students learn tools that promote critical thinking skills.

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COURSE SCHEDULE
Week 1 Theme In-class activities Getting to know the teacher Introduction to the course Instruction on 2 assignments (Warm-up activity and Reading Portfolio) General instruction on writing REFLECTION (in Reading Portfolio) Warm-up group 1: ML Unit 8 - Vocabulary: The recruitment process Unit 8 (p.69) Employment ML Reading: Retaining good staff (p.70) Teachers handouts BEC test Warm-up group 2: SM Unit 8 Vocabulary: Skills and taking skill qualification(p.1) & Pay and benefits (p.3) Parts 1 and 2 Teachers handouts Unit 9 Trade BEC test taking skill Parts 3 and 4 Warm-up group 3: ML Unit 9 Vocabulary: Free trade(p.77) ML Reading: Fair trade (p.78) Teachers handouts Warm-up group 4: SM Unit 9 Vocabulary: Trading (p.11) Teachers handouts Homework Market leader (ML) Unit 8 - Vocabulary: The recruitment process (p.69) Practice file (PF) - Unit 8 (p.32-35) Group 1 prepares for their warm-up activity in week 2 Supplementary material (SM) Unit 8 Vocabulary: Skills and qualification(p.1) / Pay and benefits (p.3) Group 2 prepares for their warm-up activity in week 3 SM Unit 8 Text bank + Practice test ML Unit 9 Vocabulary: Free trade(p.77) PF - Unit 9 (p.36-39) Group 3 prepares for their warm-up activity in week 4 SM Unit 9 Vocabulary: Trading (p.11) Group 4 prepares for their warm-up activity in week 5 SM Unit 9 Text bank + Practice test ML Unit 10 Vocabulary: Quality control and customer service (p.85) PF - Unit 10 (p.40-43) Group 5 prepares for their warm-up activity in week 6 SM Unit 10 Vocabulary: Dealing with customers (p.19) Group 6 prepares for their warm-up activity in week 7

Warm-up group 5: ML Unit 10 Vocabulary: Quality control and Unit 10 customer service (p.85) Quality ML Reading: Old-fashioned quality (p.86) Teachers handouts BEC test Warm-up group 6: SM Unit 10 Vocabulary: Dealing with customers taking skill (p.19) Parts 1 and 2 Teachers handouts

SM Unit 10 Text bank + Practice test ML Unit 11 Vocabulary: Honesty and dishonest (p.93) PF - Unit 11 (p.44-47)
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8 9 10

11

12

13

14 15

Group 7 prepares for their warm-up activity in week 9 MID-TERM BREAK FOR REVISION MID-TERM TEST Warm-up group 7: ML Unit 11 Vocabulary: Honesty and dishonest SM Unit 11 Vocabulary: Ethics (p.28) Unit 11 (p.93) Group 8 prepares for their warm-up activity in week 11 Ethics ML Reading: Responsible business (p.94) Teachers handouts BEC test Warm-up group 8: SM Unit 11 Vocabulary: Ethics (p.28) SM Unit 11 Text bank + Practice test taking skill Teachers handouts ML Unit 12 Vocabulary: Adjectives of character (p.101) Parts 3 and 4 PF - Unit 12 (p.48-51) Group 9 prepares for their warm-up activity in week 12 Warm-up group 9: ML Unit 12 Vocabulary: Adjectives of character SM Unit 12 Vocabulary: Leadership and manager styles Unit 12 (p.101) (p.35) Leadership ML Reading: The founder of Ikea (p.102) Group 10 and Group 11 prepare for their warm-up Teachers handouts activities in week 13 Warm-up group 10: SM Unit 12 Vocabulary: Leadership and SM Unit 12 Text bank + Practice test manager styles (p.35) ML Unit 13 Vocabulary: Describing innovations (p.109) Unit 13 Warm-up group 11: ML Unit 13 Vocabulary: Describing innovations PF - Unit 13 (p.52-55) Innovation (p.109) Group 12 prepares for their warm-up activity in week 14 ML Reading: Innovation at Procter and Gamble (p.110) Teachers handouts Warm-up group 12: SM Unit 13 Vocabulary: Innovation and SM Unit 13 Vocabulary: Innovation and invention (p.43) invention (p.43) Revision Teachers handouts Submission of Reading Portfolio BREAK FOR END-OF-TERM EXAMINATION PREPARATION

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1.4. ASSESSMENT AND GRADING

Form Weighting Warm-up Activity Task Students are expected to work in pairs or groups of 3 to design a warm-up activity in each lesson. See appendix 6 for the guidelines on warm-up activity Purpose to encourage students rapidly memorize and gain thorough understanding of the related terms to motivate students actively prepare and participate in the lesson To encourage students to read extensively and critically To give students opportunities to choose their own reading materials, reflect on what and how they have read and share their thoughts and opinions concerning the content of the materials To test students ability to deal with texts of different length, themes and level of difficulty. To train students to read under time constraint and pressure To assess students application of reading strategies learnt in the course up to then (skimming, scanning, matching and understanding text structure) To assess students level of lexical accuracy and grammar control

5%

5%

Students are expected to choose 3 articles of six topics covered in the semester and complete the reading portfolio. See appendix 7 for the guidelines on reading portfolio See appendix 8 for the format of each reading text in the reading portfolio See appendix 9 for the marking scheme of reading reflection as the most important part in the reading portfolio Students will do a mid-term test in Week 9. The time allowed for the test is approximately 45 - 50 minutes. Themes and tasks are course-oriented The test will be designed by the reading team and administered by the teacher-in-charge.

Reading Portfolio

Midterm test 10%

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Students take a final written test. The time allowed for the test is approximately 55 minutes.

Final test

30%

To test students ability to deal with texts of different length, themes and level of difficulty. To train students to read under time constraint and pressure To assess students application of reading strategies learnt in the course up to then (skimming, scanning, matching and understanding text structure) To assess students level of lexical accuracy and grammar control

1.5. COURSE POLICY

Students are expected to: actively prepare for the lesson: find information on the topics from various sources: online, newspapers, magazines, etc. actively participate in the class activities and self-study at home work cooperatively and collaboratively with other class members complete all the assignments by the due date

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APPENDIX 8: GUIDELINES ON WARM-UP ACTIVITY

Students will: - have chance to facilitate and review the assigned vocabulary related to the theme for their classmates - be able to rapidly memorize and gain thorough understanding of the related terms through activity conducted by their classmates - be motivated to actively participate in the lesson Pairs or groups of 3 Before each lesson, the facilitating group is required to: prepare and gain thorough understanding of the assigned vocabulary design warm- up activities to review the terms for class members in 10-15 minutes submit the plan for activities and handout(s) (if any) to the teacher at least 3 days before conducting in class Within 10-15 minutes in class, the assigned group is required to: - conduct the planned activities - give further explanation/ discussion on the confusing/ difficult terms if necessary - give satisfactory responses to any questions raised by class members and teacher Warm-up activity (5%) preparation: number of revised words: 2 points visual aids, handout: 2 points in-class performance: cooperation among group members: - interaction among group members: 1 point - equal work division: 1 point length (10-15 minutes): 1 point use of language: - fluency: 1 point - accuracy: 1 point - instruction of the activity (clear and effective or not): 1 point

Objectives

Type of work

What to do?

Marking criteria

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APPENDIX 9: GUIDELINE ON READING PORTFOLIO

Objectives Students will: be able to enrich their background knowledge of business practice reading extensively and critically broaden their vocabulary of business fields

Number of reading 3 passages Deadline of All-class submission of Reading Portfolio : Week 14 submission Type of work Individual Find 3 reading texts with the topics taken from Market LeaderIntermediate NOTE: The reading texts should be taken from RELIABLE SOURCES and should be AUTHENTIC. Students MUST: list all useful phrases or vocabulary they can learn from each of the 3 reading texts identify and outline the main ideas and supporting details of each of the 3 reading texts choose ONE of the 3 reading texts to write a reflection on its content and language use based on the following questions: What to do? - What is the article about? - What is the authors purpose(s) when he/she writes the article/ For whom it is written? - What is the general style and noteworthy linguistic features of the article? - What arguments does the author use to support his/ her opinions? Are these arguments fair? Or are the ideas presented in the article persuasive? Which ideas do you agree/ disagree with? Why? - What can you learn from the text (in terms of knowledge, language, and written communication skills)? Length of the reading article: 500-800 words Requirements Level of difficulty: Intermediate Upper-intermediate Length of the reflection: 350-500 words Submission to the teacher must include: Table of content (Week, Theme, Title of the reading passage, page number) Copy of Reading Text(s) Submission Source(s) of Reading Text(s) (name of author, year of publication, etc.) Reflection

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Marking criteria

Reading Portfolio (5%) Portfolio format: 1.5 points Selection of the article (Reliable source? Related to the theme? Appropriate length? Level of difficulty?): 2 points List of useful vocabulary (including words, transcription, meaning in context, examples): 1.5 points Outline of the article (All main ideas and supporting details are clearly organized in the outline): 2 points Reflection: 3 points (See appendix 9 for the marking scheme of reflection)

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APPENDIX 10: FORMAT FOR EACH READING TEXT IN THE READING PORTFOLIO
Students name: . Reading portfolio number: Class: ... Theme: ...

TITLE OF THE READING TEXT

I. Original Text
. .

II. Information of the text

Source Word count Name of the author Year of publication etc. [Direct source/ link to access the material] . Words . . .

III.Useful vocabulary and structures (topic-related language)

1. [Word]/transcription/[all meanings, the meaning in context is bold][example(s)] 2. [Word]/transcription/[all meanings, the meaning in context is bold][example(s)]

IV. Organization of the text

. .

V. Reflection (for the CHOSEN text only)

. . .

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APPENDIX 11: READING REFLECTION MARKING SCHEME

Students name: . Class: ... Grade Allotment /0.6p

No 1

Assessment Criteria Identify the main idea of the article Evaluate of the global features (the source, the purposes, the target audience, and the organization pattern) of the text Provide comments on the general style and important linguistic features of the text Evaluate and justify the fairness or/and the persuasiveness of the presented arguments Present and illustrate the knowledge and skills gained from the text (in terms of knowledge, language and written communication skills) TOTAL

/0.6p

/0.6p

/0.6p

/0.6p

/3pts

Other comments (if any): . . . . . .

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2. COURSE DESCRIPTION FOR THE WRITING IV

2.1. COURSE OBJECTIVES
Basing on the international criteria in students ability to write, first-year students writing criteria and second-year program requirements, the objectives for teaching writing to second-year double-majored students will be equivalent to level C1 of CEFR (Common European Framework of Reference) of language proficiency. In terms of linguistic competence, when finishing the second year, double-majored students are able to: use standard language structures and a large range of vocabulary in writing standard academic essays apply appropriate styles and characteristics of the written language as well as various levels of formality to match the writing situation utilize a range of linguistic devices to create good essays review grammar, vocabulary and style accuracy when writing essays continue to master new writing learning strategies together with general study skills be active in self-studying, peer and group cooperating participate almost autonomously in self-teaching, self-evaluating as well as peer teaching understand the difference between a paragraph and an essay brainstorm ideas and plan an outline for an essay get accustomed to the format of different types of essays structure essays of different types use many resources for writing

In terms of strategic competence, students are expected to:

In terms of essay writing skills, students should be able to:

The following writing strategies will be embedded in lessons: Cognitive strategies Repeating: rewriting until satisfied Recognizing and using formulas and patterns Taking notes Using available resources for writing

Compensation strategies: Selecting the topic Adjusting or approximating the written message Using a circumlocution or a synonym

Metacognitive strategies: Overviewing and linking with already known materials Planning for a language task Seeking practice opportunities
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Organizing Setting goals and objectives Identifying the purposes of a language task

Self-monitoring Self-evaluating

Affective strategies: Taking risks wisely Using a checklist Discussing your feelings with someone else

Social strategies: Asking for correction Cooperating with peers Cooperating with proficient users of the language Becoming aware of others thoughts and feelings

2.2. COURSE MATERIALS

Core Textbook: Essay writing Additional handouts from teachers

2.3. COURSE SYLLABUS & TEACHING METHOD

From the objectives listed above, in the second semester, second-year students will learn a writing course which covers general knowledge as well as key features of the targeted types of essays. The process approach to teaching writing is embedded in activity organisation, course book design and course assessment. Moreover, students autonomy is promoted through all the class and home activities. The teaching and learning tasks will be scheduled as follows Week Mode Lesson contents Objectives in focus
o Understand the format of an essay o Plan an outline o Write an effective introduction and conclusion o Distinguish between main ideas and supporting ones o Write a well-organized body

Week 1

In class

Unit 1: Structure of an essay

At home

Complete the practice of Unit 1

- understand the procedure to write a process essay - understand the format of a process essay - write a suitable outline for a process essay - write a logical process essay - review structural signals to develop a process

Week 2

In class

Unit 2: Process Essay

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essay

At home

Complete the practice of Unit 2 Unit 2: Process Essay (continued) Write the first draft of the chosen topic Revise the first draft and write the second draft
- understand the procedure to write a classification essay - be aware of a classification essays format - plan a suitable outline for a classification essay - write a logical classification essay - review structural signals to develop a classification essay - ditto - sharpen the skills of writing under time pressure

Week 3

In class

At home

Week 4

In class

Unit 3: Classification Essay

At home

Complete the practice of Unit 3 Unit 3: Classification (continued) Write the first draft of the chosen topic Revise the first draft and write the second draft
- understand the procedure to write a comparison and contrast essay - get to know the format of a comparison and contrast essay - plan a suitable outline for a comparison and contrast essay - write a coherent comparison and contrast essay - review structural signals to develop a comparison and contrast essay - ditto - sharpen the skills of writing under time pressure

Week 5

In class

At home

Week 6

In class

Unit 4: Comparison and contrast

At home Week 7

Complete the practice of Unit 4

- ditto - sharpen the skills of writing under time pressure

In class

Unit 4: Comparison and contrast (continued) Write the first draft of the chosen topic

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At home Week 8

Revise the first draft and write the second draft

MID TERM BREAK FOR REVISION (Students and teachers do not go to class) MID TERM EXAMINATION (Students and teachers do not go to class because there is no writing mid-term examination)
- understand the procedure to write a cause and effect essay - get to know the format of a cause and effect essay - plan a suitable outline for a cause and effect essay - write a coherent cause and effect essay - review structural signals to develop a cause and effect essay

Week 9

Unit 5: Cause and effect Week 10 In class

At home

Complete the practice of Unit 5 Unit 5: Cause and effect (continued) Write the first draft of the chosen topic Revise the first draft and write the second draft
- understand the procedure to write an argumentative essay - get to know the format of an argumentative essay - plan a suitable outline for an argumentative essay - write a coherent argumentative essay - review structural signals to develop an argumentative essay - ditto - sharpen the skills of writing under time pressure

Week 11

In class

At home

Week 12

In class

Unit 6: Argumentative Essay

At home

Complete the practice of Unit 6

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Week 13

In class

Unit 6: Argumentative Essay (continued) Write the first draft of the chosen topic

- ditto - sharpen the skills of writing under time pressure

At home Week 14 In class At home

Revise the first draft and write the second drafts Revision Self-revise and complete the writing portfolio

Week 15

FINAL EXAM PREPARATION (Submission of Writing Portfolio (Students and teachers do not go to class )

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2.4. ASSESSMENT AND GRADING

With a view to teaching in the credit-based approach, writing assessment for the secondyear students is continued to be carried out regularly in a process with two forms: writing portfolio and writing progress tests. As the students have had their first-hand experience of making a writing portfolio in the first semester, the writing portfolio for the second semester will require more of their dedication to make it a really individualized product. FORM

WEIGHTING

TASKS

PURPOSES

20%

- Students collect their writing tasks, including the first draft, second draft and the final version and reflect on what they have learned and how their writing skills have improved over the semester. (See Appendix 1 for Guidelines of Writing Portfolio)

WRITING PORTFOLIO

- To assess students progress in their writing skills over the term in the criteria specified in Appendix 2 & 3

30%

- Students do a 45-60 minute test (See Appendix 6 for the test format)

- To assess students ability to write under time and exam pressure - To assess students overall writing achievement as described in the course objectives

2.5. COURSE POLICY

2.5.1. Students are expected to: Actively prepare for the class (read and reflect on what they have acquired from each class meeting and type of writing) Actively participate in the class activities Work cooperatively and collaboratively with other peers Complete all the assignments by the due date Complete the final test (exact date and time to be advised later)

2.5.2. Late Assignment Policy: Late assignments will receive a failing grade, unless students have arranged with their lecturer prior to the regular due date to turn in the assignment late. 2.5.3. A note on Plagiarism a. What is Plagiarism? The University has defined plagiarism as:
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FINAL TEST

"Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media." b. How can you avoid plagiarism? To avoid plagiarism, you must give credit whenever you quote from someone's actual spoken or written words use another person's ideas, opinions, or theories in an assignment or essay make use of pieces of information, such as statistics, graphs, drawings, that are not common knowledge paraphrase another person's spoken or written words

c. How can you avoid unintentional plagiarism? Use quotation marks around everything that comes directly from a text or article Try to summarise ideas and arguments in your own words - don't just rearrange a few words here and there Check that you have correctly paraphrased and acknowledged the original ideas Check your summary against the original text

If found plagiarized for the first time, students will receive a ZERO for that assignment; for the second time, students will FAIL the course.

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APPENDIX 12: GUIDELINES ON WRITING PORTFOLIO

I. What is a writing portfolio? A purposeful collection of student writing that exhibits the students efforts, progress and achievements in one or more areas. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit and evidence of student self-reflection. (Paulson, Paulson, Meyer 1991) In this way a portfolio is a living, growing collection of a students work - each entry is carefully selected by the student for a specific reason which s/he will explain. The overall purpose of the portfolio is to enable the student to demonstrate to others learning and progress. The greatest value of portfolios is that, in building them, students become active participants in the learning process and its assessment. portfolio is not a portfolio without reflection, which is the dialogic process by which we develop and achieve specific goals for learning, strategies for reaching these goals and means of determining whether or not we have met those goals or other goals (Yancey, 1996, p.118) II. What should be included in a writing portfolio? 1. Cover letter (1-2 pages): The cover letter is written after choosing the portfolio components but placed right at the beginning. This letter explains in brief what you learn in the semester and your progress, introduce the portfolio contents and the reasons why they are there. For example, the students have to answer these questions for each of the entries: What did you learn from it? What did you do well? Why did you choose this item? What do you want to improve in the item? How do you feel about your performance?* What are the improvements you yourself have found from one writing to another, please provide evidence?* And these questions for the whole portfolio: What part of the portfolio do you like best? What was difficult for you? Would you like to change any item in your portfolio? Why?* How is the portfolio better than the usual tests? Do you think the portfolio score is fair? Do you have any suggestions to improve portfolio next year? The questions with * are those many first semester portfolios fail to answer. Make sure you pay more attention in the second semester in order to prove your self-understanding and selfevaluation ability. For the assessment of the cover letter, refer to Appendix 4. 2. Table of contents 3. 3 entries

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Each entry should contain the first draft written in the class, a peer evaluation checklist and the second draft of the writing. Students might be asked to write the third draft if necessary. The entries are arranged in the order of time with the best one after the table of contents. The writing assignments and the assessment should be done in the form the teacher provided. 4. Portfolio assessment form III. How is your portfolio assessed? 1. Writing assignment assessment The first draft of in-class writings must be signed by the teacher. Peer check and rewriting are homework and late submission is disadvantageous. Students are expected to use pencils and the correction symbols in Appendix 5 to check their peers work. Writing assignment benchmark: Scoring of students writing assignments will base on the rubric in Appendix 2 and Appendix 3. The second drafts are considered the products to be assessed. The whole entry score is the average of the three assignments scores. The scoring of essay writing assignments should base on whether the students demonstrate these indicators: a. Plan the writing (Make an outline 1, Write drafts 2) b. Producing the essays (Use multiple resources for writing 3, Arrange ideas in a logic order 4, Use transitional devices to improve coherence 5, Control sentence structures 6, Write an effective introduction7, Support the introduction with suitable ideas 8, Supplement the supporting ideas with details/examples 9, Write an effective conclusion at the end of the essay 10) c. Revise the essays (Identify problems in first drafts and take actions in second drafts 11) 2. Portfolio assessment Portfolio score = 3 entries average score (70%) + Cover letter score (30%) Note: Teachers reserve the right to mark down any portfolios that show sign of cheating and plagiarism and fail to organize their portfolio as guided The scoring of cover letter should base on whether the students demonstrate these capabilities: a. Reflect on portfolio structure (Reflect on goals of portfolios 1, Justify for the selection of entries 2) b. Reflect on writing process strategies (Reflect on writing strategies) 3, Reflect on revising strategies 4, Present problem solving skills 5, Reflect on the use of resources in writing 6, Reflect on peer collaboration (social strategies) 7, c. Reflect on growth and development as a writer (Assess personal growth 8, Identify strengths 9, Describe weaknesses (content and rhetorical ones) and how you manage to solve them) 10

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APPENDIX 13: WRITING BAND DESCRIPTORS

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APPENDIX 14: WRITING ASSESSMENT RUBRICS

SSAY ASSESSMENT INSTRUMENT 1..Planning for essays 1.2. Write outlines 1.1.2.0. Do not write outlines 1.1.2.1. Brainstorm words or phrases 1.1.2.2. Include lists of main ideas in an order 1.1.2.3. Develop supporting details for the supporting ideas 1.1.2.4. Create parallel and equivalent supporting ideas and details 1.3. Write first drafts 1.1.3.0. Do not complete first drafts or do not follow the format of an essay 1.1.3.1. Write first drafts, following the right format of an essay 1.1.3.2. Consider basic features of essays (coherence and development) 2. Producing coherent, well-developed, meaningful essays 2.1. Write an introduction 0. Write an introduction with an unclear thesis statement 1. Write an introduction with a clear thesis statement 2. Write an attention-getting introduction with a specified thesis statement 2.2. Support the thesis statement 0. Do not support the thesis statement 1. Provide relevant but overlapping supporting ideas 2. Offer relevant and distinct supporting ideas 3. Arrange the supporting ideas clearly with transitional signals 2.3. Supplement the supporting ideas with exemplifications 0. Provide no statements to supplement the supporting ideas 1. Explain or illustrate for supporting ideas 2. Explain and illustrate for supporting ideas with various types of exemplifications 2.4. Write a conclusion 0. Do not write a conclusion or create a sense of closure 1. Signal a stop or repeat the thesis statement in the conclusion 2. Paraphrase the thesis statement in the conclusion 3. Paraphrase the thesis statement in the conclusion and leave impressions (give personals predictions or recommendations, etc) 2.5. Arrange ideas in a logic order 0. Attempt to organise ideas in an order, but a rearrangement of ideas is necessary 1. Organise ideas in a suitable logical order for the goals of the essays 2. Control primary and secondary logical orders 2.6. Control cohesive devices 0. Do not use cohesive devices 1. Use grammatical cohesion (reference, articles, comparatives, pronouns) and word repetition 2. Use vocabulary devices beyond repetition (such as collocations, synonyms, etc.) to improve cohesion 2.7. Control sentence structures 0. Use simple sentences 1. Use complex (subordination) or compound sentences with a limited number of patterns 2. Use complex and compound sentences flexibly 2.8.Control word usage 0. Use familiar words with many mistakes in spelling, word form and word choice 1. Use familiar words with a few mistakes in spelling, word form and word choice 2. Apply unfamiliar words with mistakes in spelling, word form and word choice 3. Apply unfamiliar words with a good control of the spelling, choice and forms of words 2.9. Control mechanics (surface feature mistakes) 0. Patterns of mistakes are visible 1. Control capitalization, spelling, and punctuations, but errors in grammar can still obscure meanings 2. Control mechanics to improve meanings, mistakes in grammar do not obscure meanings 3. Revise from drafts

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3.1. Identify problems in first drafts and take actions in second drafts 0. Edit mechanics mistakes 1. Edit mechanics and vocabulary mistakes 2. Improve when necessary or maintain control over mechanics, vocabulary and higher order/global features (organisation, ideas, ideas expressions, etc.) in the essays

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APPENDIX 15: REFLECTION ASSESSMENT FORM

1. Reflect on portfolio structure 1.1.Reflect on goals of each entries in the portfolios in the individual learning plan 1.1.0. Do not describe goals 1.1.1. Describe goals for the portfolios basing on course objectives 1.1.2. Describe goals for the portfolios against both course objectives and individual learning goals 1.2. Justify for the selection of essays 1.2.0. Do not explain for the selection of included essays 1.2.1. Explain for the selection of essays against the features of a good essay 1.2.2. Explain for the selection of essays against both knowledge of essay writing and personal learning goals 2. Reflect on writing strategies 2.1. Reflect on writing-process strategies(planning, monitoring, revising) 2.1.0. Do not mention the writing process strategies or reflect without evidence 2.1.1. List the strategies taken to monitor the writing process 2.1.2. Describe the process strategies 2.1.3. Evaluate and defend the used strategies 2.2. Reflect on your language production strategies (how to create the language features of paragraphs) 2.2.0. Do not describe writing production strategies or reflect without evidence 2.2.1. Describe the writing production strategies 2.2.2. Explain for the production strategies used to write essays 2.2.3. Analyse the production strategies in terms of importance and effectiveness 2.2.4. Evaluate the production strategies in terms of importance and effectiveness 2.3. Reflect on problem solving skills (a problem is temporary; a weakness not) 2.3.0. Do not state problems or state without evidence 2.3.1. State the content or language problems you meet in writing different types of essays 2.3.2. Understand the interaction between content and language problems in the writing process 2.3.4. State the solutions for the problems 2.3.5. Evaluate the problem solving strategies 2.4. Reflect on the use of resources in writing 2.4.0. Do not describe resources or describe without evidence 2.4.1. List the resources used in writing the essays 2.4.2. Describe what you acquire from the resources to write the essays 2.4.3. Select the materials for writing after comparing different sources 2.5. Reflect on peer collaboration (social strategies) 2.5.0. Do not describe collaboration activities or describe without evidence 2.5.1. List peer collaboration activities 2.5.2. Understand/describe the advantages and disadvantages of peer collaboration 2.5.3. Make conclusions on effective peer collaboration strategies 3. Assessing the writing products and process 3.1. Assess personal growth in written language production 3.1.0. Do not describe growth or describe growth without evidence 3.1.1. Describe the differences in essays across time 3.1.2. Explain for the differences/improvements 3.1.3. Identify rules for future writing work for language production 3.2. Identify strengths 3.2.0. Do not describe strengths or describe without evidence 3.2.1. State strengths (generalising the good points) 3.2.2. Describe strengths 3.2.3. Explain the influence of those strengths on the products 3.3. Identify weaknesses (content and language ones) and how you manage to solve them 3.3.0. Do not generalise problems into weaknesses or state the weaknesses without evidence 3.3.1. Generalise problems into weaknesses and provide full evidence 3.3.2. Describe actions toward improving the weaknesses 3.3.3. Assess the efficiency of the attempted actions and plan for future actions
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APPENDIX 18: WRITING CORRECTION SYMBOLS

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APPENDIX 19: WRITTEN COMMUNICATION TEST FORMAT WRITING TEST FORMAT

If portfolio provides a panorama of the students writing ability, the progress tests helps to judge their ability of writing under pressure and teach them the exam strategies. Portfolios are processoriented and longitudinal while the final tests (after week 15) are product-oriented and cross sectional Time Allowed: 45-55 minutes Format: TASK TYPES PART 1 Multiple Choice Questions True False Cloze quiz Sentence Transformation Sentence Building Composition words) (250-300 PURPOSE - To check students understanding of writing skills and knowledge - To check students usage of language devices as described in the course objectives - To assess students language usage (language structures and expressions) as stated in the course objectives - To evaluate students essay writing skills as stated in the course objectives

PART 2 PART 3

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